Ética docente y del cuidado en la educación

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Revista Iberoamericana de las Ciencias Sociales y Humanísticas: RICSH, ISSN 2395-7972, Vol. 10, Nº. 19, 2021, pags. 284-306

Spanish

buen docente
ética del cuidado
ética docente
práctica docente
valores
good teacher
care ethics
teaching ethics
teaching practice
values
bom professor
ética do cuidado
ética do professor
prática docente
valores

buen docente
ética del cuidado
ética docente
práctica docente
valores
good teacher
care ethics
teaching ethics
teaching practice
values
bom professor
ética do cuidado
ética do professor
prática docente
valores
Ibarra Rosales, Guadalupe
Ética docente y del cuidado en la educación

Introduction: this article includes a study of teaching ethics, the empirical support of which are the results of a survey on the ethics of teaching and teaching carried out on a group of students of the Pedagogy career at UNAM. Objective: to know the teaching ethics in educational practice through the features and characteristics that in the opinion of the surveyed students qualify a good teacher. Method: the methodological strategy was a survey that had as an instrument a questionnaire with open questions. The coding of the results was carried out based on categories developed to understand and analyze these results. The theoretical references of this study were the conception of teaching as a helping profession and the central approaches to the ethics of care, which allowed the results to be interpreted from these theoretical perspectives. Results: it is shown that two dimensions are present in a good teacher: pedagogical (25%) and ethics (75%). It is noted that the ethical dimension was placed above the pedagogical dimension. The analysis of the pedagogical dimension shows that for these students the pedagogical and didactic capacities for teaching are relevant and priority (44%). In the ethical dimension, the students placed in the foreground the pedagogical and educational activities to help and support the students' learning (48%). Conclusion: the results obtained show that these two dimensions are integrated in teaching ethics. The pedagogical expresses the professional competence of the teacher that empowers him to carry out the teaching and learning process. While the ethical dimension accounts for the educational and pedagogical practices carried out with an ethical sense, that is, to favor the learning of students.

Article

Ibarra Rosales, Guadalupe

Ibarra Rosales, Guadalupe

Ibarra Rosales, Guadalupe

Ética docente y del cuidado en la educación

Ética docente y del cuidado en la educación

Ética docente y del cuidado en la educación

Ética docente y del cuidado en la educación

Ética docente y del cuidado en la educación

ética docente y del cuidado en la educación

2021

https://dialnet.unirioja.es/servlet/oaiart?codigo=8086245

1713724834639249408

dialnet-ar-18-ART00014817112021-10-14Ética docente y del cuidado en la educaciónIbarra Rosales, Guadalupebuen docenteética del cuidadoética docentepráctica docentevaloresgood teachercare ethicsteaching ethicsteaching practicevaluesbom professorética do cuidadoética do professorprática docentevaloresIntroduction: this article includes a study of teaching ethics, the empirical support of which are the results of a survey on the ethics of teaching and teaching carried out on a group of students of the Pedagogy career at UNAM. Objective: to know the teaching ethics in educational practice through the features and characteristics that in the opinion of the surveyed students qualify a good teacher. Method: the methodological strategy was a survey that had as an instrument a questionnaire with open questions. The coding of the results was carried out based on categories developed to understand and analyze these results. The theoretical references of this study were the conception of teaching as a helping profession and the central approaches to the ethics of care, which allowed the results to be interpreted from these theoretical perspectives. Results: it is shown that two dimensions are present in a good teacher: pedagogical (25%) and ethics (75%). It is noted that the ethical dimension was placed above the pedagogical dimension. The analysis of the pedagogical dimension shows that for these students the pedagogical and didactic capacities for teaching are relevant and priority (44%). In the ethical dimension, the students placed in the foreground the pedagogical and educational activities to help and support the students' learning (48%). Conclusion: the results obtained show that these two dimensions are integrated in teaching ethics. The pedagogical expresses the professional competence of the teacher that empowers him to carry out the teaching and learning process. While the ethical dimension accounts for the educational and pedagogical practices carried out with an ethical sense, that is, to favor the learning of students.Introdução: Este artigo enfoca o estudo da ética docente, para o qual foram considerados os resultados de uma pesquisa sobre a ética do ensino e do ensino aplicada a um grupo de alunos da carreira de Pedagogia da Universidade Nacional Autônomo do México. Objetivo: Conhecer o ensino da ética na prática educacional através dos traços e características que na opinião dos alunos pesquisados qualificam um bom professor. Método: A estratégia metodológica foi uma pesquisa que teve como instrumento um questionário com questões abertas. A codificação dos resultados foi realizada com base em categorias desenvolvidas para compreender e analisar as informações coletadas. O referencial teórico deste estudo foi a concepção da docência como profissão auxiliar e as abordagens centrais da ética do cuidado, o que nos permitiu interpretar os achados a partir dessas perspectivas teóricas. Resultados: Mostra-se que duas dimensões estão presentes em um bom professor: pedagógica (25%) e ética (75%). Ressalta-se que a dimensão ética foi colocada acima da dimensão pedagógica. A análise da dimensão pedagógica mostra que para estes alunos as capacidades pedagógicas e didáticas para o ensino são relevantes e prioritárias (44%). Na dimensão ética, os alunos colocaram em primeiro plano as atividades pedagógicas e educacionais de ajuda e apoio à aprendizagem dos alunos (48%). Conclusão: Os resultados obtidos mostram que essas duas dimensões estão integradas no ensino da ética. A pedagógica expressa a competência profissional do professor que o capacita para realizar o processo de ensino e aprendizagem, enquanto a dimensão ética dá conta das práticas educacionais e pedagógicas realizadas com sentido ético, ou seja, para favorecer a aprendizagem dos alunos. alunosIntroducción: Este artículo se enfoca en el estudio de la ética docente, para lo cual se tomaron en cuenta los resultados de una encuesta sobre la ética de la docencia y de la enseñanza aplicada a un grupo de alumnos de la carrera de Pedagogía de la Universidad Nacional Autónoma de México. Objetivo: Conocer la ética docente en la práctica educativa a través de los rasgos y las características que en opinión de los alumnos encuestados califican a un buen docente. Método: La estrategia metodológica fue una encuesta que tuvo como instrumento un cuestionario con preguntas abiertas. La codificación de los resultados se efectuó con base en categorías elaborados para comprender y analizar la información recabada. Los referentes teóricos de este estudio fueron la concepción de la docencia como una profesión de ayuda y los planteamientos centrales de la ética del cuidado, los cuales permitieron interpretar los hallazgos desde estas perspectivas teóricas. Resultados: Se muestra que en un buen docente están presentes dos dimensiones: la pedagógica (25 %) y la ética (75 %). Se destaca que la dimensión ética fue colocada por encima de la dimensión pedagógica. El análisis de la dimensión pedagógica expone que para estos alumnos son relevantes y prioritarias las capacidades pedagógicas y didácticas para la enseñanza (44 %). En la dimensión ética los alumnos situaron en primer término a las actividades pedagógicas y educativas de ayuda y apoyo para el aprendizaje de los alumnos (48 %). Conclusión: De los resultados obtenidos se desprende que en la ética docente se integran estas dos dimensiones. La pedagógica expresa la competencia profesional del docente que lo faculta para llevar a cabo el proceso de enseñanza y aprendizaje, mientras que la dimensión ética da cuenta de las prácticas educativas y pedagógicas realizadas con un sentido ético, es decir, para favorecer el aprendizaje de los alumnos.2021text (article)application/pdfhttps://dialnet.unirioja.es/servlet/oaiart?codigo=8086245(Revista) ISSN 2395-7972Revista Iberoamericana de las Ciencias Sociales y Humanísticas: RICSH, ISSN 2395-7972, Vol. 10, Nº. 19, 2021, pags. 284-306spaLICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. 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